A Regional Perspective on the Digital Teaching Practices and Training Needs of Local Chinese Language Teachers

Abstract

This study explores the current state and training needs of local Chinese language teachers in digital and intelligent teaching contexts from a regional and country-specific perspective. Based on in-depth interviews with 10 local teachers from nine countries, including Hungary and Russia, the research identifies a three-tiered spectrum of digital teaching practices: basic tool usage, interactive platform exploration, and AI integration. Teachers commonly face challenges such as limited resources, AI ethical dilemmas, time constraints, and professional identity anxiety. These factors are driving a shift in teacher roles from knowledge transmitters to learning experience designers. The study proposes a multidimensional support system that integrates pedagogical innovation, regional resource sharing, and cross-national collaboration to foster sustainable professional development for local Chinese teachers.